Item history (bjohas, Sat Aug 08 2020 21:56:43 GMT+0100 (BST))

TY - JOUR
TI - Moving beyond the predictable failure of Ed-Tech initiatives
AU - Sancho-Gil, Juana M.
AU - Rivera-Vargas, Pablo
AU - Miño-Puigcercós, Raquel
T2 - Learning, Media and Technology
AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
DA - 2019/09/17/
PY - 2019
DO - 10.1080/17439884.2019.1666873
DP - Taylor and Francis+NEJM
VL - 0
IS - 0
SP - 1
EP - 15
SN - 1743-9884
UR - https://doi.org/10.1080/17439884.2019.1666873
Y2 - 2020/01/23/10:13:42
L1 - https://www.tandfonline.com/doi/pdf/10.1080/17439884.2019.1666873
L1 - https://www.tandfonline.com/doi/pdf/10.1080/17439884.2019.1666873
L2 - https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1666873?src=recsys&journalCode=cjem20
L2 - https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1666873
N1 - <div><strong>Item history (bjohas, Fri Jan 31 2020 08:51:56 GMT+0000 (GMT))</strong></div>
<p>TY - JOUR <br />TI - Moving beyond the predictable failure of Ed-Tech initiatives <br />AU - Sancho-Gil, Juana M. <br />AU - Rivera-Vargas, Pablo <br />AU - Miño-Puigcercós, Raquel <br />T2 - Learning, Media and Technology <br />AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. <br />DA - 2019/09/17/ <br />PY - 2019 <br />DO - 10.1080/17439884.2019.1666873 <br />DP - Taylor and Francis+NEJM <br />VL - 0 <br />IS - 0 <br />SP - 1 <br />EP - 15 <br />SN - 1743-9884 <br />UR - https://doi.org/10.1080/17439884.2019.1666873 <br />AN - 10.1080/17439884.2019.1666873;2339240:WW9JKI74;2405685:Q2EVH3HK;2339240:CXEEHC7A;10/ggcdkp <br />Y2 - 2020/01/23/10:13:42 <br />L1 - https://www.tandfonline.com/doi/pdf/10.1080/17439884.2019.1666873 <br />L2 - https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1666873?src=recsys&journalCode=cjem20 <br />KW - digital technology corporations <br />KW - educational challenges <br />KW - Educational change <br />KW - educational policies <br />KW - school improvement <br />ER - <br /><br />TY - JOUR <br />TI - Moving beyond the predictable failure of Ed-Tech initiatives <br />AU - Sancho-Gil, Juana M. <br />AU - Rivera-Vargas, Pablo <br />AU - Miño-Puigcercós, Raquel <br />T2 - Learning, Media and Technology <br />AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. <br />DA - 2019/09/17/ <br />PY - 2019 <br />DO - 10.1080/17439884.2019.1666873 <br />DP - Taylor and Francis+NEJM <br />VL - 0 <br />IS - 0 <br />SP - 1 <br />EP - 15 <br />SN - 1743-9884 <br />UR - https://doi.org/10.1080/17439884.2019.1666873 <br />AN - 10.1080/17439884.2019.1666873;2339240:CXEEHC7A;10/ggcdkp <br />Y2 - 2019/11/19/11:30:48 <br />L1 - https://www.tandfonline.com/doi/pdf/10.1080/17439884.2019.1666873 <br />L2 - https://www.tandfonline.com/doi/full/10.1080/17439884.2019.1666873 <br />KW - Educational change <br />KW - school improvement <br />KW - digital technology corporations <br />KW - educational challenges <br />KW - educational policies <br />ER - <br /><br /></p>
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KW - digital technology corporations
KW - educational challenges
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ER -

TY - JOUR
TI - Moving beyond the predictable failure of Ed-Tech initiatives
AU - Sancho-Gil, Juana M.
AU - Rivera-Vargas, Pablo
AU - Miño-Puigcercós, Raquel
T2 - Learning, Media and Technology
DA - 2019/09/17/
PY - 2019
DO - 10.1080/17439884.2019.1666873
VL - 0
IS - 0
SP - 1
EP - 15
SN - 1743-9884
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